Planning ·Reading Comprehension Strategy Using sensory images
vWhich AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.2: Organize knowledge so that it is useful. 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 4.1.1: Read, view, and listen for pleasure and for personal growth Some of these standards are not closely aligned with the reading comprehension strategy. (Those that aren't can be indicated below.)
·Reading Development Level
Emerging: Grades K-1 ·Instructional Strategies Classifying
vWhich of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences
Questions, cues, and advance organizers
Setting objectives and providing feedback
Cooperative Learning Identifying similarities and differences
Summarizing and note taking
Cooperative learning
Setting objectives and providing feedback
Questions, cues, and advance organizers
vWhich of these instructional strategies do you need to learn? Name them and describe them. Nonlinguistic Represenation: the use of pictures to discribe the information learned rather than words
Summarizing and note taking: picking the information that is important to what is being studied and excluding the rest. (trash and treasure method) I need to work on setting objectives and providing feedback in the library setting. The class length in my current setting is 30 minutes, so time moves quickly and fitting everything in is a challenge. Letting students know the reasons and goals for learning and then providing feedback on their work at the end is always positive. Nonlinguistic representations are also something I need to incorporate more. Giving students the opportunity or option to draw instead of write helps both the visual learners and those who do not write well enough to put their initial ideas to paper.
Good self-assessment. It is interesting to note your overlap and your individual strengths or areas for growth. Note:
Questioning and notemaking and summarizing are particularly important for resource-based lessons (research/inquiry). It is important to develop a range of strategies for engaging students in these strategies.
·Lesson Length - Two sessions
vWhat are your questions about the lesson length? You must have at least one.
Can lessons be different lenghts of time depnding on the day you are on in the lesson plan or should you plan the lesson so that each day is the same amount of time?
Should you increase the lenght of time in a day for a lesson or the amount of days in the lesson if students are not understanding?
Should lesson lengths be adjusted according to grade level or kept the same for all?
For younger student is it better for shorter lessons with more days or longer lessons and not as many days? Wouldn’t three days be a better time line for the lesson? On day two the students are to create both group and individual poems. It seems like doing the group poem one day and then sharing would give more practice and exposure and make the following day’s individual poem more productive.
In addition, wouldn’t allowing more processing time possibly lead to more creative ideas and positive experiences from many students? Poetry tends to intimidate students and having the extra day to think about word possibilities might be beneficial. Also, not every student has been to the beach, so wouldn’t taking extra time to show pictures, watch video, listen to audio of waves or music inspired by the ocean be of greater benefit to those lacking experience? For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (50 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop!
This lesson was field tested at a school near the Grand Canyon where students absolutely did not have prior knowledge of the ocean: http://storytrail.com/Impact/Chapter_4/main1.htm I don't know if they spent more time on the center rotations. That's a strong possibility.
Never let a published lesson plan compromise your professional judgment about the students in your care. ·Purpose - The purpose of this lesson is to describe the impact of the senses on students’ imagined experience and comprehension of a day at the ocean.
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? First of all, a librarian should be the first to help students understand that reading is interactive. A reader should be making connections to their own experiences or dreaming of the possibility of the experience and what it would be like. Reading is made more powerful when the person puts him- or herself into the action, emotion, or setting of the book.
Additionally, what happens in the library should reflect the greater learning environment of the school. Our lessons as librarians should incorporate science, math, and history just as often as language arts. This could also easily be an extension of a cooperative lesson with a classroom teacher that broadens student understanding of poetry, habitats, or whatever else the relating lesson might incorporate.
I believe that this lesson is connect to my idea of instruction that should take place in the school library is by showing younger students the variety of books that cover they same subject but in different genres. Also, the library should be a place of exploration by having the mini-experiments out this gives students the impression that exploration is not just in the class or a science lab but also in the library. Thoughtful responses. If we think about reading and information seeking as interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.
·Objectives After reading Hello Ocean and hearing poems from Until I Saw the Sea: A Collection of Seashore Poems, students will be able to:
1. Classify sensory images by the sense organ and sense used for that experience.
2. Utilize background knowledge and the category matrix to compose a group poem and compose and illustrate an individual list poem about a day at the ocean.
Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
·Resources, Materials, and Equipment
Children’s Literature - Hello, Ocean by Pam Munoz Ryan; Until I Saw the Sea: A Collection of Seashore Poems by Alison Shaw; texts on topic for browsing
Websites
Graphic Organizers - Category Matrix; Poem Graphic Organizer; Poem and Illustration Rubric
Materials - Materials for sensory centers; drawing materials
Equipment - Overhead, data projector, or interactive whiteboard
vWhich are the different formats or genres used to support learners? Poetry
Picture Book
Non-fiction
vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. Overhead-I would use this to display any one of the graphic oranizers
Data Projector-I would use this to show the students the pictures of the book as I was reading
Interactive Whiteboard-I would use this as the kids made their group poem The interactive whiteboard would let you display and fill out the organizers (martix, rubric) and share pictures and websites that enhance background knowledge and learning. Appropriate possibilities – Do we always need to integrate technology tools for student use into a lesson? This book was written in 2006 before many of the Web 2.0 tools we have used in our class were available.
·Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. This lesson maximizes the benefits of two or more educators coteaching by reducing the number of students each teacher has during the group poem writing time. This method allows the students to have more individual attention by the instructor. Another benefit of coteaching during this lesson is the team teaching during the first reading of the story so that the visualizing teacher can lead the students with his/her own verbal visualization of the story being read.
This lesson maximizes the benefits of having two teachers in a number of ways. The student/teacher ratio is smaller, which is great when asking students to write. Many times there is frustration or confusion, both of which are more easily addressed with two teachers. Conferencing with students in particular would be smoother by halving the number of students a teacher needs to support. In addition, one teacher can talk or read while the other models the activity or behavior the lesson expects. Brava - and for including benefits to students and to educators. You are correct. Writing conferences are always conducted more effectively and efficiently by more than one educator. There are also planning benefits. Even with published lesson plans, prior planning - although shorter - is needed and the lesson is strengthened in the process. ·Assessment
vAre there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Sensory List Poem and Illustration Rubric
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Yes this lesson provides the student a chance to self assess using the sensory list poem and illustration rubric. The first time the student self assess it is with the support of a teacher for the poem part of the assignment the second part the student assess the illustration according to the rubric on their own.
Students are given a rubric to use to self-assess. Rubrics are one way, but educators should also set expectations for the completion of a graphic organizer. Students can self-assess the completeness of their work and reflect on whether or not it was easy or difficult for them to accomplish the learning tasks. These are all self-assessments.
·Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. 112.1 (1) In Kindergarten, science introduces the use of simple classroom and field investigations to help students develop the skills of asking questions, gathering information, communicating findings, and making informed decisions. Using their own senses and common tools such as a hand lens, students make observations and collect information. Students also use computers and information technology tools to support their investigations.
112.3 (1) In Grade 1, the study of science includes simple classroom and field investigations to help students develop the skills of asking questions, gathering information, making measurements using non-standard units, with tools such as a thermometer to extend their senses, constructing explanations, and drawing conclusions. Students also use computers and information technology tools to support their investigations.
112.1 & 112.3 (1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to:
110.2
(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (B) respond appropriately and courteously to directions and questions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3);
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to: (B) know that print moves left-to-right across the page and top-to-bottom (K-1);
(10) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (K-1); (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and (D) describe how illustrations contribute to the text (K-1).
(12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to: (B) use pictures, print, and people to gather information and answer questions (K-1); (C) draw conclusions from information gathered (K-3); and (D) locate important areas of the library/media center (K-1).
(K-13, 1st -17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion; (C) revise drafts by adding details or sentences; (E) share writing with others.
(K-14, 1st -18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(B) write short poems. (K-21, 1st-27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information;
(K-23, 1st-29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
Which of the TEKS does this lesson actually ASSESS?
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
vWhich AASL indicators align with this lesson? Give both the number and the description for each. 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.3.1 Connect understanding to the real world
3.1.2 Participate and collaborate as members of a social and intellectual network of learners 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.4.2 Assess the quality and effectiveness of the learning product. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres 4.3.1 Participate in the social exchange of ideas, both electronically and in person.
All of these standards work to a greater or lesser extent. When you design your own lesson, you will want to select three or four that you will actually assess.
Implementation ·Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?
vWhat are your ideas to increase student buy-in to this lesson? Give at least one. I think bring an ocean animal(s) or beach objects into the the lesson would get the students attention a little more. They could make their final poem about the animal or object that reminds them of the beach. They would still be using their senses but in a more hands on way rather than pulling from background knowledge.
Having students bring in pictures and mementos of trips to the beach would encourage a personal connection and allow students who have not been to the beach to hear personal stories of beach trips. The teachers can add sand, shells, etc in a center which includes non fiction texts.
Great ideas.
Student-friendly Objectives
vAre these objectives at the instructional level of the targeted students? Give an example. I believe that classifing sensory image by the sense organ and sense used for that experience is on level with Kindergarten and 1st graders, because during that time they are learning also about non-standard measurements. By having students use senses other than seeing to describe they are learning how to use other non standard ways of sharing information.
Senses and the fact that the poem is a simpler list poem make it on level, although it would need to be a lesson done late in the year for Kindergarten. Writing for some, even then, might be a challenge. Being encouraged to illustrate the poems would help students with weaker writing skills to focus their thoughts. This could easily be a good descriptive writing lesson for 2-4 graders with minor modifications. Agreed.
vAre there terms in these objectives that may need to be taught to students? Give an example. I believe that depending on the time of the year that this lesson is being taught, kindergarten and for some first graders would need to be term classify further taught to them. Classify and senses/sensory, especially if working with Kindergarten
Good. Educators need to ensure that students know all the terms even in student-friendly objectives. (This can be especially important for ELLs and students with special needs.) Of course with repeated use through co-teaching and collaboration, students will comprehend more terms - especially because educators will use the terms in both the classroom and library settings.
Presentation
vDescribe the modeling aspect of this lesson. The teacher that is listening to the story models by sharing his or her visualization of the scene being read aloud. The teacher that is recording the student response from think-pair-share is modeling the writing process.
Students are able to watch the assisting teacher (i.e., the one not reading) to for a demonstration of expected behaviors.
vHow are the benefits of two or more educators maximized in the presentation component? The benefits are maximized by team teaching so that one teacher can be leading the group of students while the other is modeling the behavior of what is expected of the students. Another benefit for co-teaching this lesson is that the class is broken up into smaller groups to work on the shared poem. The class can be broken up into smaller groups, but still have a teacher to lead them through the process. When the groups come back together to share their poems, they have someone to look to who was involved in the process to help them present.
Student Participation Procedures
or
Student Practice Procedures
vAre the directions clear? Give an example. I believe the directions are clear: "One educator and the students close their eyes and isualize during the reading. The other educator reads the book in sections by sense without showing the illustrations. The listening educator shares her visualization of teh beach scenes with a foucs on sensory details." Yes, the directions are clear and detailed and lead teachers through the process. "Let the student poets know they will be using the matrix to compose a group poem and an individual poem. They will illustrate their individual poems. Review the class-sized Category Matrix. Are there sensory details and adjectives that can be added."
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component? The Benefits are maximized by having the class divided into smaller groups so that each educator has more time to conference and provide support to each student assigned to her group. The students groups and interactions with the teachers are better because they are more frequent.
Agreed. Student participation is sooooo important. Research does not consistently bear out the benefits of smaller class size, but anyone who has worked with a group of 15 students as compared with a group of 30 KNOWS the difference.
Closure
vAre students active in the closure component? What are students doing for closure? I believe that the students are active in two ways during the closure component, first is having the student read their own poem and second is having the students be active listeners so they can whisper answers to a peer. In addition, they can share illustrations they may have completed. Yes!
Reflection
vHow is the reflection component related to the learning objectives? The sudents are reviewing the senses again which is a direction reflection on objective number 1. Students review the different senses and how they relate to the project and the world. Yes, students (and educators) must reflect on their learning. This is a critical aspect of metacognition and learning how to learn, which is truly what we are teaching when we teach strategies.
·Extensions vWhat are your other ideas for extensions to this lesson? Describe at least one. Students could "fish" for ocean books in the everybody/easy section so they have a better understanding of how to find books in the everybody/easy area. Students could type their poems and "publish" their work in a class book, along with the illustrations they completed. Yes, yes, yes.
P.S. Never let a published lesson plan compromise your creativity. You and your collaborator will know the abilities and interests of your students and should adapt all lessons to the students in your care
Brandi's Notes
Cynthia's Notes
Planning
· Reading Comprehension Strategy
Using sensory images
v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.2: Organize knowledge so that it is useful.
2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
4.1.1: Read, view, and listen for pleasure and for personal growth
Some of these standards are not closely aligned with the reading comprehension strategy. (Those that aren't can be indicated below.)
· Reading Development Level
Emerging: Grades K-1
· Instructional Strategies
Classifying
v Which of these research-based instructional strategies have you used in your teaching? Name them.
Identifying similarities and differences
Questions, cues, and advance organizers
Setting objectives and providing feedback
Cooperative Learning
Identifying similarities and differences
Summarizing and note taking
Cooperative learning
Setting objectives and providing feedback
Questions, cues, and advance organizers
v Which of these instructional strategies do you need to learn? Name them and describe them.
Nonlinguistic Represenation: the use of pictures to discribe the information learned rather than words
Summarizing and note taking: picking the information that is important to what is being studied and excluding the rest. (trash and treasure method)
I need to work on setting objectives and providing feedback in the library setting. The class length in my current setting is 30 minutes, so time moves quickly and fitting everything in is a challenge. Letting students know the reasons and goals for learning and then providing feedback on their work at the end is always positive. Nonlinguistic representations are also something I need to incorporate more. Giving students the opportunity or option to draw instead of write helps both the visual learners and those who do not write well enough to put their initial ideas to paper.
Good self-assessment. It is interesting to note your overlap and your individual strengths or areas for growth. Note:
Questioning and notemaking and summarizing are particularly important for resource-based lessons (research/inquiry). It is important to develop a range of strategies for engaging students in these strategies.
· Lesson Length - Two sessions
v What are your questions about the lesson length? You must have at least one.
Can lessons be different lenghts of time depnding on the day you are on in the lesson plan or should you plan the lesson so that each day is the same amount of time?
Should you increase the lenght of time in a day for a lesson or the amount of days in the lesson if students are not understanding?
Should lesson lengths be adjusted according to grade level or kept the same for all?
For younger student is it better for shorter lessons with more days or longer lessons and not as many days?
Wouldn’t three days be a better time line for the lesson? On day two the students are to create both group and individual poems. It seems like doing the group poem one day and then sharing would give more practice and exposure and make the following day’s individual poem more productive.
In addition, wouldn’t allowing more processing time possibly lead to more creative ideas and positive experiences from many students? Poetry tends to intimidate students and having the extra day to think about word possibilities might be beneficial.
Also, not every student has been to the beach, so wouldn’t taking extra time to show pictures, watch video, listen to audio of waves or music inspired by the ocean be of greater benefit to those lacking experience?
For me, the session length is dependent on students' attention span and engagement and scheduling issues. In my libraries, a session equals a class period (50 minutes to an hour). Ideally, you would allow a bit more time just in case students were too engaged to stop!
This lesson was field tested at a school near the Grand Canyon where students absolutely did not have prior knowledge of the ocean: http://storytrail.com/Impact/Chapter_4/main1.htm I don't know if they spent more time on the center rotations. That's a strong possibility.
Never let a published lesson plan compromise your professional judgment about the students in your care.
· Purpose -
The purpose of this lesson is to describe the impact of the senses on students’ imagined experience and comprehension of a day at the ocean.
v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?
First of all, a librarian should be the first to help students understand that reading is interactive. A reader should be making connections to their own experiences or dreaming of the possibility of the experience and what it would be like. Reading is made more powerful when the person puts him- or herself into the action, emotion, or setting of the book.
Additionally, what happens in the library should reflect the greater learning environment of the school. Our lessons as librarians should incorporate science, math, and history just as often as language arts.
This could also easily be an extension of a cooperative lesson with a classroom teacher that broadens student understanding of poetry, habitats, or whatever else the relating lesson might incorporate.
I believe that this lesson is connect to my idea of instruction that should take place in the school library is by showing younger students the variety of books that cover they same subject but in different genres. Also, the library should be a place of exploration by having the mini-experiments out this gives students the impression that exploration is not just in the class or a science lab but also in the library.
Thoughtful responses. If we think about reading and information seeking as interrelated processes, there is very little if anything that we do in schools that is not appropriate for a classroom-library collaborative lesson.
· Objectives
After reading Hello Ocean and hearing poems from Until I Saw the Sea: A Collection of Seashore Poems, students will be able to:
1. Classify sensory images by the sense organ and sense used for that experience.
2. Utilize background knowledge and the category matrix to compose a group poem and compose and illustrate an individual list poem about a day at the ocean.
Review Bloom’s Taxonomy: http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm
v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example:
Even in strategy lessons such as this one, we should seek a balance between what we label lower-order and higher-order thinking.
· Resources, Materials, and Equipment
Children’s Literature - Hello, Ocean by Pam Munoz Ryan; Until I Saw the Sea: A Collection of Seashore Poems by Alison Shaw; texts on topic for browsing
Websites
Graphic Organizers - Category Matrix; Poem Graphic Organizer; Poem and Illustration Rubric
Materials - Materials for sensory centers; drawing materials
Equipment - Overhead, data projector, or interactive whiteboard
v Which are the different formats or genres used to support learners?
Poetry
Picture Book
Non-fiction
v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
Overhead-I would use this to display any one of the graphic oranizers
Data Projector-I would use this to show the students the pictures of the book as I was reading
Interactive Whiteboard-I would use this as the kids made their group poem
The interactive whiteboard would let you display and fill out the organizers (martix, rubric) and share pictures and websites that enhance background knowledge and learning.
Appropriate possibilities – Do we always need to integrate technology tools for student use into a lesson? This book was written in 2006 before many of the Web 2.0 tools we have used in our class were available.
· Collaboration
v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
This lesson maximizes the benefits of two or more educators coteaching by reducing the number of students each teacher has during the group poem writing time. This method allows the students to have more individual attention by the instructor. Another benefit of coteaching during this lesson is the team teaching during the first reading of the story so that the visualizing teacher can lead the students with his/her own verbal visualization of the story being read.
This lesson maximizes the benefits of having two teachers in a number of ways. The student/teacher ratio is smaller, which is great when asking students to write. Many times there is frustration or confusion, both of which are more easily addressed with two teachers. Conferencing with students in particular would be smoother by halving the number of students a teacher needs to support. In addition, one teacher can talk or read while the other models the activity or behavior the lesson expects.
Brava - and for including benefits to students and to educators. You are correct. Writing conferences are always conducted more effectively and efficiently by more than one educator. There are also planning benefits. Even with published lesson plans, prior planning - although shorter - is needed and the lesson is strengthened in the process.
· Assessment
v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.
Sensory List Poem and Illustration Rubric
v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Yes this lesson provides the student a chance to self assess using the sensory list poem and illustration rubric. The first time the student self assess it is with the support of a teacher for the poem part of the assignment the second part the student assess the illustration according to the rubric on their own.
Students are given a rubric to use to self-assess.
Rubrics are one way, but educators should also set expectations for the completion of a graphic organizer. Students can self-assess the completeness of their work and reflect on whether or not it was easy or difficult for them to accomplish the learning tasks. These are all self-assessments.
· Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
112.1 (1) In Kindergarten, science introduces the use of simple classroom and field investigations to help students develop the skills of asking questions, gathering information, communicating findings, and making informed decisions. Using their own senses and common tools such as a hand lens, students make observations and collect information. Students also use computers and information technology tools to support their investigations.
112.3 (1) In Grade 1, the study of science includes simple classroom and field investigations to help students develop the skills of asking questions, gathering information, making measurements using non-standard units, with tools such as a thermometer to extend their senses, constructing explanations, and drawing conclusions. Students also use computers and information technology tools to support their investigations.
112.1 & 112.3 (1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to:
110.2
(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (B) respond appropriately and courteously to directions and questions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3);
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to: (B) know that print moves left-to-right across the page and top-to-bottom (K-1);
(10) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (K-1); (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and (D) describe how illustrations contribute to the text (K-1).
(12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to: (B) use pictures, print, and people to gather information and answer questions (K-1); (C) draw conclusions from information gathered (K-3); and (D) locate important areas of the library/media center (K-1).
(K-13, 1st -17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion; (C) revise drafts by adding details or sentences; (E) share writing with others.
(K-14, 1st -18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(B) write short poems.
(K-21, 1st-27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information;
(K-23, 1st-29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
Which of the TEKS does this lesson actually ASSESS?
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
v Which AASL indicators align with this lesson? Give both the number and the description for each.
1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.4 Seek appropriate help when it is needed.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.3.1 Connect understanding to the real world
3.1.2 Participate and collaborate as members of a social and intellectual network of learners
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.4.2 Assess the quality and effectiveness of the learning product.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
All of these standards work to a greater or lesser extent. When you design your own lesson, you will want to select three or four that you will actually assess.
Implementation
· Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?
v What are your ideas to increase student buy-in to this lesson? Give at least one.
I think bring an ocean animal(s) or beach objects into the the lesson would get the students attention a little more. They could make their final poem about the animal or object that reminds them of the beach. They would still be using their senses but in a more hands on way rather than pulling from background knowledge.
Having students bring in pictures and mementos of trips to the beach would encourage a personal connection and allow students who have not been to the beach to hear personal stories of beach trips. The teachers can add sand, shells, etc in a center which includes non fiction texts.
Great ideas.
Student-friendly Objectives
v Are these objectives at the instructional level of the targeted students? Give an example.
I believe that classifing sensory image by the sense organ and sense used for that experience is on level with Kindergarten and 1st graders, because during that time they are learning also about non-standard measurements. By having students use senses other than seeing to describe they are learning how to use other non standard ways of sharing information.
Senses and the fact that the poem is a simpler list poem make it on level, although it would need to be a lesson done late in the year for Kindergarten. Writing for some, even then, might be a challenge. Being encouraged to illustrate the poems would help students with weaker writing skills to focus their thoughts. This could easily be a good descriptive writing lesson for 2-4 graders with minor modifications.
Agreed.
v Are there terms in these objectives that may need to be taught to students? Give an example.
I believe that depending on the time of the year that this lesson is being taught, kindergarten and for some first graders would need to be term classify further taught to them.
Classify and senses/sensory, especially if working with Kindergarten
Good. Educators need to ensure that students know all the terms even in student-friendly objectives. (This can be especially important for ELLs and students with special needs.) Of course with repeated use through co-teaching and collaboration, students will comprehend more terms - especially because educators will use the terms in both the classroom and library settings.
Presentation
v Describe the modeling aspect of this lesson.
The teacher that is listening to the story models by sharing his or her visualization of the scene being read aloud. The teacher that is recording the student response from think-pair-share is modeling the writing process.
Students are able to watch the assisting teacher (i.e., the one not reading) to for a demonstration of expected behaviors.
v How are the benefits of two or more educators maximized in the presentation component?
The benefits are maximized by team teaching so that one teacher can be leading the group of students while the other is modeling the behavior of what is expected of the students. Another benefit for co-teaching this lesson is that the class is broken up into smaller groups to work on the shared poem.
The class can be broken up into smaller groups, but still have a teacher to lead them through the process. When the groups come back together to share their poems, they have someone to look to who was involved in the process to help them present.
Student Participation Procedures
or
Student Practice Procedures
v Are the directions clear? Give an example.
I believe the directions are clear: "One educator and the students close their eyes and isualize during the reading. The other educator reads the book in sections by sense without showing the illustrations. The listening educator shares her visualization of teh beach scenes with a foucs on sensory details."
Yes, the directions are clear and detailed and lead teachers through the process. "Let the student poets know they will be using the matrix to compose a group poem and an individual poem. They will illustrate their individual poems. Review the class-sized Category Matrix. Are there sensory details and adjectives that can be added."
Guided Practice
v How are the benefits of two or more educators maximized in the guided practice component?
The Benefits are maximized by having the class divided into smaller groups so that each educator has more time to conference and provide support to each student assigned to her group.
The students groups and interactions with the teachers are better because they are more frequent.
Agreed.
Student participation is sooooo important. Research does not consistently bear out the benefits of smaller class size, but anyone who has worked with a group of 15 students as compared with a group of 30 KNOWS the difference.
Closure
v Are students active in the closure component? What are students doing for closure?
I believe that the students are active in two ways during the closure component, first is having the student read their own poem and second is having the students be active listeners so they can whisper answers to a peer. In addition, they can share illustrations they may have completed.
Yes!
Reflection
v How is the reflection component related to the learning objectives?
The sudents are reviewing the senses again which is a direction reflection on objective number 1.
Students review the different senses and how they relate to the project and the world.
Yes, students (and educators) must reflect on their learning. This is a critical aspect of metacognition and learning how to learn, which is truly what we are teaching when we teach strategies.
· Extensions
v What are your other ideas for extensions to this lesson? Describe at least one.
Students could "fish" for ocean books in the everybody/easy section so they have a better understanding of how to find books in the everybody/easy area.
Students could type their poems and "publish" their work in a class book, along with the illustrations they completed.
Yes, yes, yes.
P.S. Never let a published lesson plan compromise your creativity. You and your collaborator will know the abilities and interests of your students and should adapt all lessons to the students in your care